Competence and Common Errors in Multiple-Choice Test Construction Among Junior High School English Teachers: Foundation for a Proposed Intervention Program

This study assessed the competence and common errors in multiple-choice test construction among junior high school English teachers at Solano High School and used the findings to inform a proposed intervention program. Specifically, it examined teachers’ demographic and professional profiles, their level of competence in constructing multiple-choice tests in terms of test format, item construction, and test directions, and the common errors found in teacher-made tests. The study employed a quantitative descriptive-correlational design and documentary analysis of teacher-made test papers, along with a competence questionnaire administered to the participating teachers. Findings showed that the teachers were generally moderately competent in multiple-choice test construction, but they exhibited recurring errors in test format, item construction, and test directions. The results also indicated that several demographic and professional variables were associated with differences in competence, suggesting that training and teaching experience may influence assessment practices. Based on these findings, the study proposed an intervention program designed to strengthen teachers’ assessment literacy and improve the quality of multiple-choice tests they construct. The study highlights the need for continued professional development in test construction to ensure valid, reliable, and fair classroom assessments.